Pedagogy of the emotions: the potential of affective teaching in a marginalized urban environment

Abstract

Professors must contextualize their teaching catering to the traits of their student. Marginal urban context pushes the professor to adapt immediately to get through any difficulties that may arise in the given context. For all that, this paper intends to present how affectionate teaching can help overcome the current problems and recommends some teaching strategies that professors can utilize and become an incentive for students to stay in school despite the environment resistance. It also establishes the idea of further pushing the students’ learning and abilities through affectionate pedagogy, based in significant relationships.